ED53B-3486:
Building Opportunities for Environmental Education Through Student Development of Cyberinfrastructure
Friday, 19 December 2014
Stephen M Moysey, Clemson University, Environmental Engineering and Earth Science, Clemson, SC, United States, D. Matthew Boyer, Clemson University, Eugene T. Moore School of Education, Clemson, SC, United States, Catherine Mobley, Clemson University, Sociology and Anthropology, Clemson, SC, United States and Vetria L. Byrd, Clemson University, Cyberinfrastructure Technology Integration, Clemson, SC, United States
Abstract:
It is increasingly common to utilize simulations and games in the classroom, but learning opportunities can also be created by having students construct these cyberinfrastructure resources themselves. We outline two examples of such projects completed during the summer of 2014 within the NSF ACI sponsored REU Site: Research Experiences for Undergraduates in Collaborative Data Visualization Applications at Clemson University (Award 1359223). The first project focuses on the development of immersive virtual reality field trips of geologic sites using the Oculus Rift headset. This project developed a platform which will allow users to navigate virtual terrains derived from real-world data obtained from the US Geological Survey and Google Earth. The system provides users with the ability to partake in an interactive first-person exploration of a region, such as the Grand Canyon, and thus makes an important educational contribution for students without access to these environmental assets in the real world. The second project focused on providing players visual feedback about the sustainability of their practices within the web-based, multiplayer watershed management game Naranpur Online. Identifying sustainability indicators that communicate meaningful information to players and finding an effective way to visualize these data were a primary challenge faced by the student researcher working on this project. To solve this problem the student translated findings from the literature to the context of the game to develop a hierarchical set of relative sustainability criteria to be accessed by players within a sustainability dashboard. Though the REU focused on visualization, both projects forced the students to transform their thinking to address higher-level questions regarding the utilization and communication of environmental data or concepts, thus enhancing the educational experience for themselves and future students.
